creating positive reading attitudes

Learn how to encourage positive reading attitudes in your classroom: bit.ly/JBWillingham Sources: Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283–302. doi:10.1023/A:1016627907001 Janiuk, D. M., & Shanahan, T. (1988). Applying adult literacy practices in primary grade instruction. Reading Teacher, 41(9), 880–886. Retrieved from http://eric.ed.gov/?id=EJ370154. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9686450. A teacher-generated collection of books, varying by topic and level of difﬁculty, can serve as a classroom library. Students read and absorb materials on the walls such as colorful posters, words, and collages. These are tools students can use again and again. Effective reading teachers are enthusiastic and talk about reading for pleasure in their daily lives. Students are motivated when teachers praise their efforts to maximize learning, such as selecting a book that may be challenging. Opportunities to choose what and where to read give students greater ownership and commitment to reading. (Hint: A classroom library is a big help here.) Great reading teachers create opportunities for students to see themselves as successful readers. (Be careful to avoid endless praise, particularly for performance—speed and accuracy. This can divert from the real focus: learning.) Creating Positive Reading Attitudes Features of a Great Classroom © Getty Images/Johner RF © Getty Images/Vetta © Getty Images/Purestock © Getty Images/iStockphoto © Getty Images/Image Source DECOR ENTHUSIASM PRAISE POSITIVE SELF-CONCEPT LIBRARY CHOICE

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Page 1: Creating Positive Reading Attitudes

Learn how to encourage positive reading attitudes in your classroom:

bit.ly/JBWillingham

Sources:

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283–302. doi:10.1023/A:1016627907001

Janiuk, D. M., & Shanahan, T. (1988). Applying adult literacy practices in primary grade instruction. Reading Teacher, 41(9), 880–886. Retrieved from http://eric.ed.gov/?id=EJ370154.

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9686450.

A teacher-generated collection of books, varying by topic and level of difficulty, can serve as a classroom library.

Students read and absorb materials on the walls such as colorful posters, words, and collages.

These are tools students can use again and again.

Effective reading teachers are enthusiastic and talk about reading for pleasure in their daily lives.

Students are motivated when teachers praise their efforts to maximize learning, such as selecting a book

that may be challenging.

Opportunities to choose what and where to read give students greater ownership and commitment to reading. (Hint: A classroom library is a big help here.)

Great reading teachers create opportunities for students to see themselves as successful readers. (Be careful to avoid endless

praise, particularly for performance—speed and accuracy. This can divert from the real focus: learning.)

Creating Positive Reading Attitudes

Features of a Great Classroom

DECOR

ENTHUSIASM

PRAISE

POSITIVE SELF-CONCEPT

LIBRARY

CHOICE

http://bit.ly/JBWillingham

http://eric.ed.gov/?id=EJ370154.